scholarly journals A Case Study of “Engineering Design” Education with Emphasize on Hands-on Experience

2007 ◽  
Vol 10 (2) ◽  
pp. 44-61
Author(s):  
김홍찬 ◽  
김지훈 ◽  
KIM KWAN JU ◽  
KIM JUNG SOO
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Engineering Design Education ◽  
Hands On

scholarly journals The Analysis of three Case Studies as a guide to the Development of Pedagogy in Engineering Design Education

2011 ◽  
Author(s):  
Brian Burns
Keyword(s):  
Product Development ◽  
Engineering Design ◽  
Case Studies ◽  
Design Education ◽  
Engineering Students ◽  
Engineering Product ◽  
Knowledge Based ◽  
Engineering Design Education ◽  
Dynamic Formulation

The Case Study has become a pedagogical vehicle ofchoice in helping engineering students to gain perspective on the multidisciplinary realities of design. What once were termed ‘war stories’ have evolved to a level where case studies are available and downloadable on all manner of topics. For the fundamental knowledge-based issues of engineering, example questions have commonly been created to help the student manoeuvre through all manner of possible combinations of application. The case study is not however fabricated, and relies on the reporting and documentation of a real design or engineering product development. In recent years many of these case studies have been related to ethics and communication, but very few have been related to ongoing product development and issues of Industrial Design. This is not surprising since the creation of such case studies is time consuming, and design is often a ‘messy’ process in which few companies would be keen to expose their failures along the way. Nevertheless case studies are a vital part of Engineering Design education and offer excellent potential for the development of the pedagogy vital to the dynamic formulation of Engineering Design Education. This paper references three design projects undertaken professionally by the author as an Industrial Designer working with predominantly engineering based companies. The aim is to identify critical aspects of these projects that could be used as lessons, perhaps, but not necessarily, as case studies, but to be incorporated into engineering design education.

An Investigation on the Students’ Perception of Dissection Effectiveness in a Redesign Context

2008 ◽  
Author(s):  
Gu¨l E. Okudan ◽  
Susan Mohammed
Keyword(s):  
Engineering Design ◽  
Student Perceptions ◽  
Design Education ◽  
The United States ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Hands On ◽  
Tolerance For Ambiguity ◽  
Task Team ◽  
Team Functioning

Disassemble/Analyze/Assemble (DAA) activities involve the disassembly, analysis, and assembly of an artifact. Such activities are frequently made a part of the undergraduate engineering curricula in the United States (and elsewhere) as they provide useful ‘hands-on’ active learning components that can be easily integrated into various courses. DAA activities are central to product dissection and reverse engineering, terms which have been used interchangeably in the engineering design education literature and course titles. In some cases these activities are coupled with redesign activities, paving the way for a good context and providing a background for a meaningful engineering design. Despite this fact, however, based on our review of the literature it is not clear how do these DAA activities help with the redesign activity, if at all. Accordingly, in this paper we present results of our data collection that aimed at uncovering students’ perception regarding if DAA activities help with redesign (e.g., is it easier to redesign after dissection?). Overall, students had positive perceptions toward dissection, specifically with regards to its impact on redesign. We also report on the relation of student perceptions to design task, team functioning, and tolerance for ambiguity.

Investigating the Relationship Between Digital Prototyping Tool Use and Student Designers’ Perceptions of Design Processes

2020 ◽  
Author(s):  
Andrew Berlin ◽  
Jacob Nelson ◽  
Jessica Menold
Keyword(s):  
Engineering Design ◽  
Student Perceptions ◽  
Design Education ◽  
Design Processes ◽  
Engineering Design Education ◽  
Hands On ◽  
Maker Culture ◽  
3D Printers ◽  
The Relationship

Abstract With the rise of the “maker” culture, the prevalence of affordable and rapid “maker” tools has increased dramatically, and the mass proliferation of 3D printers has become a staple of engineering design and engineering design education. The increased use of digital prototyping tools, such as Additive Manufacturing (AM) technologies, is fundamentally transforming the way students and educators approach engineering design courses and hands-on projects. This work investigates the effect of AM prototyping efforts on student perceptions of design processes through an in-situ study conducted across two project-based design courses. Results suggest that students’ perceptions of prototype value, time spent prototyping, and the development of designer knowledge is significantly affected due to AM use during prototyping activities.

Makerspaces in Engineering Education: A Case Study

2016 ◽  
Author(s):  
Lasse Skovgaard Jensen ◽  
Ali Gürcan Özkil ◽  
Krestine Mougaard
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Knowledge Generation ◽  
Educational Institutions ◽  
Maker Movement ◽  
Development Education ◽  
Engineering Design Education ◽  
Support Engineering ◽  
New Generation

The recent years have witnessed a new generation of Makers working with new ways of knowledge generation for creation and sharing of digital and physical products. While this development has started within collaborative and grass roots organised networks; educational institutions have also embraced it by opening makerspaces and adopting elements of the Maker Movement in their offerings. This paper investigates how university driven makerspaces can affect engineering design and product development education trough a case study. We provide our findings based on interviews and data collected from educators, students the administrative and workshop staff of the makerspace. The findings are used to outline the challenges in incorporating the offerings of makerspaces. By discussing these challenges we identify opportunities for turning university makerspaces into innovation hubs and platforms that can support engineering design education.

Creativity and the Use of CAD Tools: Lessons for Engineering Design Education From Industry

2007 ◽  
Vol 129 (7) ◽  
pp. 753-760 ◽  
Author(s):  
Brett F. Robertson ◽  
Joachim Walther ◽  
David F. Radcliffe
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Participant Observation ◽  
Negative Effects ◽  
Cad Tools ◽  
Targeted Instruction ◽  
Engineering Design Education ◽  
The One

This paper presents an exploratory study that transfers lessons on creativity and the use of CAD tools from an industry case study to engineering design education. The participant-observation case study found four influences of the use of CAD on creativity of designers. The one positive and three negative effects were confirmed by a theoretical investigation of creative problem solving in engineering design. Similar effects were also seen in the context of engineering education in a study that examined the broad, holistic aspects of student learning outside the paradigm of targeted instruction. The paper is based on the notion that students' creative design capabilities are formed through the interaction of CAD instruction and other factors from the wider educational environment. A competence formation matrix based on the concept of Accidental Competence formation was developed to analyze this combination of the effects of CAD usage with other educational factors. The analysis shows that these combinations have long-term positive and negative effects on the development of creative abilities in engineering students.

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